Teaching and continuing training of teachers in higher education

experiences at a Brazilian federal university

Authors

DOI:

https://doi.org/10.35699/2237-5864.2024.51070

Keywords:

teaching, higher education, continuing education

Abstract

This article falls within the scope of discussions about teaching and teacher training in higher education. It reports the experience of continuing teacher training at a federal university in Southeast Brazil, based on the following question: how to promote continuous training that meets the real needs of higher education teachers? Methodologically, this is a qualitative study, an experience report, with the objective of socializing training actions promoted for university teachers in the period from 2018 to 2024. The discussion is anchored in Masetto (2008), Masetto and Gaeta (2019), Imbernón (2012, 2022) and Nóvoa (1992, 1997, 2017, 2023), among other authors. The results showed that continued in-service training provided teachers with spaces for professional socialization through different activities (study groups, lectures, short courses, and workshops), consolidating commitment, collectivity and exchange of experiences. Particularly noteworthy is the creation of a space for discussion about university teaching, enabling the study and debate topics identified by the campus professors themselves as relevant to teaching practice. In conclusion, the emergence of a new culture of teacher training in the institution under study stands out. This action strengthens the implementation of institutionalized continuing education in higher education, with the purpose of giving new meaning to teaching knowledge and practices, contributing to the personal and professional development of university professors.

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Author Biographies

  • Michelha Vaz Pedrosa, Universidade Federal do Espírito Santo (UFES), Alegre, ES, Brasil.

    Master's Degree in Education from the Federal University of Viçosa (UFV). Graduated in Pedagogy from the Federal University of Viçosa (UFV). Specialization (lato sensu) in Institutional Psychopedagogy. Currently a Pedagogue at the Federal University of Espírito Santo (UFES-ES), Alegre campus, with experience in teaching pedagogical advice.

  • Josiléia Curty de Oliveira, Universidade Federal do Espírito Santo (UFES), Alegre, ES, Brasil.

    PhD student in Education at the Graduate Program in Education at the Federal University of Espírito Santo (UFES). Master's Degree in Public Management from the Federal University of Espírito Santo (UFES). Graduated in Letters and Pedagogy from the Faculty of Philosophy, Sciences and Letters in Alegre. She is an Executive Secretary at UFES - Alegre Campus. She studies teacher training, curriculum, cultures and languages.

  • Isabella Vilhena Freire Martins, Universidade Federal do Espírito Santo (UFES), Alegre, ES, Brasil.

    Full Professor at the Department of Veterinary Medicine - CCAE-Ufes. Post-doctorate and PhD in Animal Health from the Federal Rural University of Rio de Janeiro (UFRRJ). Master's degree in Veterinary Parasitology from UFRRJ. Graduated in Veterinary Medicine from UFRRJ. She works in the area of parasitic diseases of animals and has 20 years of experience as a higher education teacher, teaching undergraduate and postgraduate courses.

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Published

2024-09-16

Issue

Vol. 14 (2024)

Section

Article

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Copyright (c) 2024 Michelha Vaz Pedrosa, Josiléia Curty de Oliveira, Isabella Vilhena Freire Martins

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How to Cite

PEDROSA, Michelha Vaz; OLIVEIRA, Josiléia Curty de; MARTINS, Isabella Vilhena Freire. Teaching and continuing training of teachers in higher education: experiences at a Brazilian federal university . Revista Docência do Ensino Superior, Belo Horizonte, v. 14, p. 1–20, 2024. DOI: 10.35699/2237-5864.2024.51070. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/51070. Acesso em: 16 apr. 2026.